According to the stress and strain laws of the elastomer in the material mechanics, the stiffness coefficient of the spring is where N is the shear transverse dimension of the elastomer, R is the radius of the spring wire, and r is the radius of the circular spring. n is the number of turns of the spring. It can be seen that the deformation of the spring is related to the torsional moment generated by the two forces at the two ends of the spring, and is not the effect of "the deformation of the spring is exerted by one of the two forces acting on both sides of the spring." When one end of the spring is fixed relative to the ground, when the other end is forced to extend the spring to reach an equilibrium state (stationary), the spring is subjected to a pair of balancing forces and acts on both ends of the spring. The moment of the balancing force is balanced with the moment generated by the deformation of the spring itself. The magnitude of the pair of balancing forces can be calculated according to Hooke's law, and any one of the forces is F_k. Therefore, the reading of the spring dynamometer is equal to the magnitude of a force acting on one end of the spring, and the deformation of the spring depends on the moment of application of a pair of balancing forces across the spring.
The method of measuring the gravity of an object by a spring force measurement shows that the reading of the spring balance is equal to the gravity of the object. That is, the reading of the spring balance is equal to the gravity of the meat. So at this time the spring balance reading is not equal to zero. Therefore, before the inquiry, students must master the basic physical concepts and laws, understand the experimental principles and methods, and explore the physical laws through the cooperation of students, so as to cultivate students' awareness of cooperation and communication. In short, students must emphasize the main role of students in the process of experimental inquiry (or research study), but the teacher's guiding role can not be ignored, that is, teachers should timely understand the students' experimental inquiry process and guide them in a targeted manner. , point and supervise, improve students' ability to experiment and explore.
The granular of Activated Carbon has a very good removal effect for less than the molecular weight below 480 extractable organic matters, and the removal efficiency is very low for macromolecular organic matters. This is mainly because the micro-porous structure of the activated carbon, too large organic molecules cannot into the pores of the internal activity carbon, only adsorption in activated carbon surface.
Comparing the adsorption effect of volatile carbon and organic compounds on activated carbon, we draw the conclusion:
Activated carbon has a big difference in adsorption for volatile organic compounds and extraction of organic compounds. Volatile organic compounds with the molecular weight increased, the adsorption effect is better; and the extraction of organic compounds reduce with molecular weight, the adsorption effect is better. This is mainly due to volatile organic compounds mainly polar is the small organic matter, and the extractable organic matter is the relatively large polarity of organic matter. Activated carbon itself can be seen as a non-polar adsorbent for water adsorption capacity of nonpolar substances, which is greater than the adsorption capacity of polar compounds. Moreover, the adsorbate molecule size and activated carbon in a certain proportion, which is the most conducive to the adsorption. For small polar molecules, the larger of the molecular weight, the more conducive to the adsorption.
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